Background: Teaching is a profession associated with high levels of stress and burnout, affecting teachers’ performance in the workplace. The main goal of the current study is to investigate stress and burnout conditions of teachers working presently in inclusive schools and the corresponding influence of personal variables.Participants and procedure: Participants were 7086 regular teachers, or non-specialists, and 442 special education teachers, or specialists (N = 7528).Results: Non-specialist teachers showed higher levels of burnout than specialist teachers in inclusive schools. Addition-ally, the results showed that higher levels of burnout are correlated with vulnerability to stress (perfectionism, inhibition, lack of social support, adverse living conditions, dramatization of existence and subjugation), in both groups of teachers. Non-specialists with more professional experience showed a high global score on burnout. In both groups, teachers with a higher level of training (academic degree and specialization) showed lesser vulnerability to stress, especially lower dependence. Concerning the predictors of burnout, vulnerability to stress played an important role as a predictor in both groups, suggesting that more vulnerable teachers are more prone to develop burnout, fatigue and exhaustion.Conclusions: Stress emerges as an important predictor of burnout. Non-specialist teachers are more exposed to burnout and stress in an inclusive workplace, because they have to deal with new demands, requiring new resources, espe-cially new professional skills. On the other hand, teachers with more academic and professional training show higher resilience to stress and more independence, suggesting the crucial value of training to improve an in-clusive school workplace. Training can have an important impact on stress/burnout and consequently on the professional performance and efficacy of teachers in inclusive schools.

This article reports the results of the European ‘DAFFODIL’’ (Dynamic Assessment of Functioning and Oriented at Development and Inclusive Learning) Project on the question of how functional and learning assessment systems facilitate or inhibit participation of children with developmental difficulties in inclusive education. Questionnaires were sent to medical, psychological, educational professionals, and parents in Sweden, Portugal, Hungary, Belgium, Romania, Norway, and the Virgin Islands. Interviews and focus groups were organized. Results (95%) showed that static standardized psychometric tests of intellectual, behavioural, and language functioning were mainly used, with the WISC-III being the most frequent test applied. Less than 5% of the 166 professionals in our sample used formative assessment and contextual observation to reveal learning or developmental potential in a process-oriented way. Experts were generally not satisfied with current assessment practices. Reported weaknesses included lack of time, human resources, materials, cooperation, and follow-up. Assessment practice was mainly used to determine whether a child should be placed in a special needs programme, a special school, or an institutional setting, depending on whether a country has inclusive education practice or not. Parents were satisfied with static functional assessment when its purpose was to obtain disability benefits (financial, special education resources, recognition), but were unhappy with the negative outlook of reports. The main complaint of teachers and parents was about the poverty of recommendations on how to work with the child. Our conclusion is that the current practice of standardized psychometric testing seems to contribute to barriers to learning if it is used in a deterministic or predictive way. In this regard, dynamic and functional assessment methods that are qualitatively oriented seem promising in addressing the issues of learning and development in a different way. The methods also contribute to an understanding of the child’s needs in learning and development. However, interpretation and communication of assessment results in a way that emphasizes a more adequate and challenging educational intervention for the child seems to be central.

The importance of attitudes and other variables of the affective domain in education is acknowledged for a long time. In this study, we used an attitude questionnaire to survey 498 Portuguese 9th-grade students to determine the predictive ability of the attitudes towards the discipline of Physics-chemistry on school achievement. Possible gender differences were also investigated after establishing the measurement invariance of the factor structure. The survey instrument presented some issues regarding factor structure. After a new factor analysis using more robust statistical methods, a four-factor structure of attitudes towards Physics-chemistry – Competence to discipline, Pleasure in learning, Anxiety, and Utility – was established and used in this study. The means of the Competence and the Pleasure in learning factors were significantly higher in the boy’s group while the factors Anxiety and Utility were not significantly different between genders. Competence was the most important achievement predictor, with significant positive effects, while the factors Anxiety and, surprisingly, Pleasure in learning presented significant negative impacts on the grades. The possible reasons and consequences for these results are discussed, and some suggestions are made about the importance of considering the relevance of affective variables on teaching and learning high-school Physical sciences.

Introduction: The pandemics crisis had consequences in psychological adjustment of persons all over the world. The current study analyzes comparatively the topics of quality of life, and well-being, considering as predictors trait anxiety, feeling of threat, difficulty to relax, empathy and pro-social attitude, health care, sleep quality and optimism, in a population of German and Portuguese adults during the pandemics, in order to obtain a deeper understanding of the psychological reactions to crisis across countries and cultures.Methods: A sample of 470 adults divided in three age groups – —young adults (18—34 years), middle-age adults (34–54 years) and old adults (55 years and older)— completed a self-report questionnaire assessing socio-demographic data, quality of life, well-being, quality of sleep, trait anxiety, Coronavirus threat, optimism regarding the pandemics, difficulty to relax, empathy, and pro-social attitude during the pandemics period.Results: Portuguese participants expresses higher empathy and pro-social attitude and health care but in Germany people have higher quality of sleep. Young adults (a) rated their quality of life lower than middle-age adults and old adults, (b) showed also lower optimism than middle-age and old adults, and (c) showed lower well-being than middle-age,.Conclusions: Young adults rated their quality of life, optimism and well-being during pandemics lower than middle-age and old adults, and experienced higher levels of trait anxiety and difficulty to relax. It seems that young adults show a lower psychological adjustment than other age groups during COVID-19 crisis. It is concluded that quality of life, optimism, and well-being during the pandemics are affected differently according to country and group of age, suggesting individual differences across cultures and ages, and consequently the need of specific interventions to cope with the psychological reactions to pandemics crisis.

Sleep is essential for child development, influencing cognition, emotional regulation, behavior, and physical health. Recent studies increasingly frame sleep as both a key developmental process and a modifiable factor shaped by, and shaping environmental risks—including digital screen exposure and psychosocial stress. This systematic review synthesized empirical findings from cross-sectional and cohort studies published between 2019 and 2024 on the associations between sleep duration, quality, and patterns and developmental outcomes in typically developing children aged 6–12 years. Searches were conducted in EBSCO, Scopus, and Web of Science databases, yielding 99 records, of which 20 met inclusion criteria. Methodological quality was evaluated using Joanna Briggs Institute tools. Findings show consistent associations between better sleep and enhanced cognitive performance, emotional well-being, and reduced behavioral problems. Some studies identified sleep as a mediator between screen use and behavioral difficulties, whit additional moderating effects related to gender and socioeconomic status. However, most studies used cross-sectional designs and self-reported measures, limiting causal interpretation. Overall, sleep emerge as a potentially modifiable factor influencing developmental outcomes, based on correlational evidence. Future research should prioritize longitudinal and ecologically valid designs, objective measures, and computational approaches to identify sleep-related risk profiles and guide early interventions.